兩代母親知覺建設性教養行為的代間傳遞
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2012
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Abstract
本研究的研究目的在於瞭解兩代母親各自的教養行為，並探究兩代母親之間建設性教養行為連續（ㄧ致）與不連續（不一致）之處；以及影響兩代建設性教養行為連續或不連續的因素。本研究以質性的半結構式訪談法進行，研究對象為三對母女（即外祖母與母親），且第二代母親分別育有至少一位學前階段的女兒。
本研究重要的發現有以下幾點：
一、第一代母親的建設性教養行為程度低，僅有紀律面向與建設性教
養行為的定義相符。
二、第二代母親的建設性教養行為程度高，在五個面向的表現幾乎皆
與建設性教養行為的定義相符。
三、兩代母親之間的建設性教養行為代間連續最多之面向為紀律面
向。
四、影響兩代母親的建設性教養行為代間連續的最主要因素為第一
代 母親的影響，其次為第二代母親個人因素。
五、兩代母親建設性教養行為代間不連續最多之面向為：情感表達、
溝通與母親參與。
六、影響兩代母親建設性教養行為代間不連續的最主要因素為環境因
素，其次為第二代母親個人因素。
七、本研究發現第二代母親的建設性教養行為，超過文獻所定義之內
涵，例如：第二代母親在「情感表達」面向還包含分享自身事
情，於「母親參與」面向還出現親師溝通的行為與強調希望有屬
於自己的時間，在「紀律」面向則重視品格教育。此外，第二代
父親參與教養子女亦是本研究的發現之一。
This study was to investigate how mothers of two generations parenting their children, if constructive parenting has intergenerational continuity or discontinuity (consistent/non-consistent), and the factors influencing parenting. This thesis used semi-structured interviews to assess parenting over two generations. The participants consisted of three mothers (first generation, G1) and their respective daughters (second generation, G2). These daughters, themselves, also have at least one preschool aged daughter. The pertinent findings of this research on intergenerational transmission are as follows: 1.First generation mothers have a lesser degree of constructive parenting pertaining to discipline. 2.Second generation mothers have higher degree of constructive parenting in all five dimensions (affection expression, monitoring, communication, involvement, discipline). 3.Regarding continuity, discipline is the most consistent dimension of constructive parenting between two generations. 4.For intergenerational continuity of constructive parenting, the most important factor is the influence of the first generation mothers. The other main factor is the personality and values of the second generation mothers. 5.Concerning discontinuities of constructive parenting across generations, the dimensions of affection e expression, communication and involvement show the most intergenerational differences between mothers. 6.The environment is the major factor leading to discontinuity within constructive parenting. The other main factor is the personality and values of second generation mothers. 7.The results obtained concerning constructive parenting supplement previous researches. For example, the expressions of affection from second generation mothers (G2) include sharing their own experiences. The involvement of second generation mothers (G2) include parent-teacher communication and needs of having private time. Discipline from second generation mothers (G2) include paying more attention in character development. Furthermore, second generation involvement of fathers is also discussed in this research.
This study was to investigate how mothers of two generations parenting their children, if constructive parenting has intergenerational continuity or discontinuity (consistent/non-consistent), and the factors influencing parenting. This thesis used semi-structured interviews to assess parenting over two generations. The participants consisted of three mothers (first generation, G1) and their respective daughters (second generation, G2). These daughters, themselves, also have at least one preschool aged daughter. The pertinent findings of this research on intergenerational transmission are as follows: 1.First generation mothers have a lesser degree of constructive parenting pertaining to discipline. 2.Second generation mothers have higher degree of constructive parenting in all five dimensions (affection expression, monitoring, communication, involvement, discipline). 3.Regarding continuity, discipline is the most consistent dimension of constructive parenting between two generations. 4.For intergenerational continuity of constructive parenting, the most important factor is the influence of the first generation mothers. The other main factor is the personality and values of the second generation mothers. 5.Concerning discontinuities of constructive parenting across generations, the dimensions of affection e expression, communication and involvement show the most intergenerational differences between mothers. 6.The environment is the major factor leading to discontinuity within constructive parenting. The other main factor is the personality and values of second generation mothers. 7.The results obtained concerning constructive parenting supplement previous researches. For example, the expressions of affection from second generation mothers (G2) include sharing their own experiences. The involvement of second generation mothers (G2) include parent-teacher communication and needs of having private time. Discipline from second generation mothers (G2) include paying more attention in character development. Furthermore, second generation involvement of fathers is also discussed in this research.
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Keywords
代間傳遞, 建設性教養行為, 母親知覺, intergenerational transmission, constructive parenting, maternal perception